Classroom Action Research Journal 3(1) (2019) 16-23
Classroom Action Research
Journal
[Link]
Combining Teams Games Tournament (TGT) and Mind Mapping to
Improve Students’ Activity and Learning Achievement
Linda Novitasari, Sri Umi Mintarti, Yohanes Hadi Soesilo
DOI: 10.17977/um013v3i12019p016
Economic Education Program, Faculty of Economics, Universitas Negeri Malang
History Article Abstract
Received 20 July 2018 The research examines the process of improving students’
Accepted 15 August 2018 activities and students’ achievement in Economics by applying
Published 7 March 2019 collaborated learning model between Mind Mapping and Teams
Games Tournament (TGT). This study follows a classroom
action research conducted in SMAN 2 Batu in Indonesia for
Keywords Tenth-grade students in social studies. This research is carried out
Teams Games in two cycles including four stages namely planning, observation,
Tournament, Mind evaluation, and reflection. The data were gathered from several
Mapping, Students’ tests and direct observation. Further, the data were analyzed both
Activity, Students’ qualitative and quantitative accordingly. The findings showed
Achievement that the combination of mind mapping and teams games
tournament (TGT) promotes better teaching and learning
activities. Consequently, students are more likely to understand
the materials in the economic course comprehensively.
Furthermore, the implementation of both learning models
simultaneously affects to encourage students to be active and
spirit to follow the lesson. Lastly, the amalgamation of mind
mapping and teams games tournament (TGT) leads to greater
students’ activities and students’ achievement.
How to Cite
Novitasari, L., Mintarti, S. U., & Soesilo, Y. H. (2019).
Combined Learning Method Teams Games Tournament (TGT)
and Mind mapping to Improve The Activity and Learning
Achievement. Classroom Action Research Journal, 3(1), 136-
144.
Correspondent email: e-ISSN 2598-4195
[Link]@[Link]
17 Classroom Action Research Journal, 3 (1), 2019, 16-23.
INTRODUCTION
Learning is an essential and fundamental part of the individual educational
process. Learning also cannot be separated from the lesson process in the
classroom. In order to create good learning outcomes and in accordance with the
objectives of the lesson in a course, it is necessary to attempt a teacher by
observing the pattern of student learning, mastering the subject matter, choosing
an appropriate learning method (Narmaditya et al., 2018 & Istiqomah, 2017). It
implies that by using an appropriate learning method, it can lead to greater
learning result.
The lack of use of learning models brings to the quality of education in
Indonesia. In fact, teachers are more likely to use the conventional learning model
instead of variations in learning methods. However, the use such learning model
will stimulate motivation that predicted lead to more fun and active in the
classroom. This matter with the existence of an active learning atmosphere from
all parties in the class, the learning in the classroom will provide good results.
In economics, there are several difficult courses to be achieved by students
such as capital market, financial market, the present value of money and so forth
(Wulandari & Narmaditya, 2017). One effort to solve the existing problem of the
economic learning process in mastering difficult concepts is by using a
cooperative learning model such as Teams Games Tournament (TGT).
Cooperative learning is a learning model that is based on humans as social beings.
It invites students to play an active role in the learning process that makes
expected results from this learning students better understand the concepts that are
being studied without them knowing because of their active role in learning.
From the previous observation, learning activities in that school is more
likely to use the conventional learning model. It has consequences for students’
understanding of the subject matter. In addition, both students’ learning
achievement is categorized as fairly and the activity of students who are still
lacking. Teams Games Tournament is conducted in groups with the aim that
students can work together. Students in one study group will be indifferent to the
assignment given because each student has responsibility for the success of the
group. Team building can develop social skills, which are needed to work with
classmates who have different backgrounds, values, and attitudes. The TGT
model can make students feel happy in learning and test knowledge through
academic games. Playing games on learning can make teachers and students feel
happy. The game that is played in TGT is answering the questions on the cards
that are arranged relevant according to the learning objectives and designed to test
students’ knowledge.
However, a weakness that occurs in the TGT model is a learning process
that can lead to saturation (Jura et al., 2018). The learning process using TGT is
conducted by lectures by the teacher and group discussions. Lectures and
discussions are good methods of learning, but in their application, there is a need
for variations that emphasize the activity of students in understanding a concept
independently. If this is not be conducted then there will be saturation in learning
that providing the students’ enthusiasm will decrease. This is what underlies
Slavin (2008) which thinking to combine the TGT method with certain methods
that are more pleasant in the learning process such as mind mapping.
Novitasari et al. - Combining Teams Games Tournament (TGT)… 18
Erdem (2017) remarked that Mind Mapping is the easiest way to place
information into the brain and extract information from the brain. Mind Map is a
way of recording that is creative, effective, and will literally map our thoughts.
When viewed from external factors that affect learning outcomes, namely the
learning model, the Mind Map learning model is suitable for use. With the Mind
Map learning model it will help students learn to compile, and store as much
information as possible, and group it in a natural way, giving easy and direct
access to whatever students want.
There are noticeable previous studies on Teams Games Tournament
(TGT) in all grades and Mind Mapping partially (Wyk, 2011; Salam et al., 2015;
Sa’adah, 2017; Kimbun & Thomas, 2017; Istiqomah, 2017). However, in fact, a
collaboration between TGT and Mind Mapping never been carried out previously.
Therefore, this study intended to implement the combination of two learning
models in enhancing students’ activity and learning achievement.
METHOD
This research used a qualitative approach to classroom action research. A
qualitative approach is used due to the problem under study requires a descriptive
and comprehensive disclosure. As an effort to find the authentication and solution
of the problem raised in this research, the researcher has determined and designed
the research approach with the design of class action research. This study was
carried out in two cycles wherein each cycle includes four stages namely
planning, observation, evaluation, and reflection. The Subjects in this study were
the students of Social Studies class X IIS 1 SMAN 2 Batu in Indonesia which
amounted to 35 people consisting of 19 female students and 16 male students. The
data taken from this research are students’ activities and students’ achievement.
An attempt to obtain students’ activity, the study data used instruments
observation sheet while students’ achievement used instrument test sheet in the
form of questions of choice. Furthermore, the data analysis was analyzed by using
through stages consisting of reducing data, presenting data, drawing conclusions.
RESULTS AND DISCUSSION
Action planning is conducted after the first observation reflection phase.
The activity in the planning section in the first cycle consist of arranging lesson
plan, preparing for test questions (pre-test and post-test), providing student
activity observation sheet, proposing the tournament questions, arranging the
chest number in order to facilitate the observer to assess the activity of the
students, and coordinating with the observer and the subject teacher related to the
implementation of learning in 1st cycle.
The material discussed in the first cycle was about the bank and non-bank
financial institutions. Based on the data analysis of the post-test in the first cycle
that the students’ learning mastery showed an improvement. From the results of
the pre-test scores, it was only two students who achieved mastery and increased
on the test-post which is 23 students who experience mastery of the total students
of 35 students. Student achievement rose dramatically after applied mind mapping
and teams games tournament implemented during the learning process. In more
detail, the comparison between pre-test and post-test can be seen in Table 1.
19 Classroom Action Research Journal, 3 (1), 2019, 16-23.
Table 1. The Results of Student Achievement in the First Cycle
1st cycle Pre-Test Post-Test Information
Average Score 37.25% 70.63% Increased
Table 1 informs the comparison score between pre-test and post-test of
students toward their students’ achievement. In the beginning, it reached
approximately 37.25 percent, then it rose sharply after both learning models
implemented simultaneously. It implies that the combination of mind mapping
and teams games tournament leads to greater achievement.
Table 2. The Percentage Mastery of Learning Achievement in the 1st Cycle
1st Cycle Pre-Test Percentage of Post-Test Percentage of
P NP Mastery P NP Mastery
The Number of 2 33 5.71% 23 12 65.71%
Students
Note: P (Passed), NP (Not Passed)
From Table 2, it can be known that the percentage of students’ learning
completeness in the 1st cycle from the pre-test results amounted about 5.71
percent of the total students of 35 students. After applied learning with Mind
Mapping and Teams Games Tournament (TGT) it increased to the level of 65.71
percent. Meanwhile, students’ learning activity in the first cycle was assessed
through four aspects which determined by three observers (See Table 3).
Table 3. The Study Activity of Grade X Students in 1st Cycle
No Aspect Percentage Criteria
1. Working on Mind Mapping 65% Sufficient
2. Discussion before The Tournament 63.57% Sufficient
3. Answering The Tournament Questions 76.43% Good
4. Comment on Tournaments 52.14% Sufficient
Based on the exposure of data obtained from the action of learning first
cycle, it is known that with the implementation of learning using Mind Mapping
and Teams Games Tournament (TGT) can improve learning achievement and
student activeness in the learning process. However, there are still some
deficiencies in the first cycle, among others: (1) at the beginning of learning when
researchers explain the method of learning Mind Mapping and Teams Games
Tournament Teams (TGT), students are still confused because they have never
implemented this method, (2) at the time of group division, some students want to
have the group they want, (3) some students still look crowded when the Map
Mapping work/concept map, (4) during the discussion before the tournament,
students are still crowded and joking, (5) when answering a matter of tournaments
some students joke and less serious in answering, (6) at pre-test and post-test
many students who complain are not ready yet.
In the second cycle, the lessons to be discussed are about the Central Bank
and Financial Services Authority. Based on the data analysis of the post-test in 2nd
cycle, the completeness of student’s studies is escalating, starting from pre-test
which only contained four students who mastered and showed enhancements on
post-test which resulted to 30 students who mastered from the total number of
Novitasari et al. - Combining Teams Games Tournament (TGT)… 20
students which is 35. Students’ achievements increased after Mind Mapping and
Teams Games Tournament method was applied during the process of studying.
Students scores that are increasing as shown in Table 4.
Table 4. The Results of Students’ Achievement in the 2nd Cycle
2nd cycle Pre-Test Post-Test Information
Average Score 39.2% 79.3% Increased
From Table 4, it is known that the average mark of the pre-test in the second
cycle which is about 39.2 percent. Thus, after Mind Mapping and Teams, Games
Tournament methods are applied, the average mark increased to the level of 79.3
percent.
Table 5. The Percentage of Student’s Achievement in 2nd Cycle
2nd Cycle Pre-Test Percentage of Post Test Percentage of
P NP Mastery P NP Mastery
The number of 4 31 11.43% 30 5 85.71%
students
Note: P (Passed), NP (Not Passed)
Based on Table 5, it can be known that the percentage of student’s mastery
on studying in the second cycle is shown from the pre-test mark which is 11.43
percent from the total number of 35 students. Then, after Mind Mapping and
Teams Games Tournament implemented, is shown from the result of the post-test
mastery in studying increased to 85.71% of the total number of students. Students’
participation in the second cycle is rated through in four aspects, which are judged
by three observers whom later on will average the marks with the results shown in
Table 6.
Table 6. Students’ Participation 2nd Cycle
No. Aspect Percentage Criteria
1 Mind Mapping 88.57% Good
2 Discussion before the Tournament 87.86% Good
3 The answer about the Tournament 90% Good
4 Provide comments to Tournament’s 83.57% Good
answer
The result from the second cycle it is known that (1) students are used to
learning using Mind Mapping and Team Games Tournament (TGT), (2) students
can more understand the Mind Mapping’s result as a material for learning, (3)
students are happy in playing tournament, (4) students can cooperate more with
their team and be able to help each other in learning. Based on the analysis of
students test result in 1st cycle and 2nd cycle, learning achievement has increased.
The increase of the first cycle was less significant than the increase of the second
cycle, this is caused by student’s incapability of understanding towards the stages
of implementations of learning used so that students still confused about the
learning process. Students doubt toward the Mind Mapping along with Teams
Games Tournament (TGT) method that is the first time applied causes the
students to lack in understanding which results in an unsatisfactory achievement.
21 Classroom Action Research Journal, 3 (1), 2019, 16-23.
That is reasonable why in the second cycle is very important to reach the target.
After the reflection of the 1st cycle, a lesson on a 2nd cycle run on smoothly and
results in a step-up on the student’s achievements which is better than the first
cycle.
It implies that using Mind Mapping along with Teams Games Tournament
(TGT) helps students to improve their studying abilities. This also corresponds to
previous studies by Rizqiya (2013) and Istiqomah (2017) that is one of studying
method that is used to train the ability to provide content along with Mind Map.
Mind Mapping would help students to train and use up their left and right brain
abilities, which later on could be applied to help and understand faster because it
has been divided. In the other hand, mind mapping helps content to be organized
visually and illustrated which at the end helps record, strengthen, and recall back
information that has been studied. This helps students understand better and keep
remembering content that has been studied. Another thing that pushes students to
understand the content is through Mind Mapping, this is as a result of the process
that doesn’t include teacher’s force which leaves them to their own creativity
without pressure. This leaves them with confidence and contentment.
An increasing in learning achievement is also influenced by Teams Games
Tournament (TGT). This is appropriate with Lestari & Yunikawati (2017) is with
tournament discussion, so students will be more remembering the material that
shows on tournament questions and then discusses with their teams using Mind
Mapping which they're made it themselves before the tournament. Using mind
mapping for teams discussion, students happier and sharing each other about the
subjects knowledge with their friends so this easier to remember the material of
subjects also with doing tournament, students automatically will have the
enthusiasm to get the point when the tournament. The eagerness of autonomous
learning will help students to understand the subject material and make their
memory remembered easily. Another activity is with giving a comment to answer
during the tournament has gone and the students an audience. With giving
occasion to share the comment or answer’s addition during tournament then give
them point pushes students to study hard. From the whole of Students activities
above, show a positive contribution to a learning process and be able to improve
their learning achievements.
Prior condition before Mind Mapping and Teams Games Tournaments
(TGT) was applied shown class situation its lack of conducive. Students only
listened to subject’s explanation from the teacher and note that and seem passive.
From the analysis of observation result student’s participation 1st cycle and 2nd
cycle, student’s participation has increased. This increase is affected by the result
of using methods of Mind Mapping along with Teams Games Tournament (TGT).
However, there is an obstacle on the 1st cycles such as students still confused with
using methods of Mind Mapping and Teams Games Tournament (TGT) that make
students not fully focus on learning. This confusion affects to unsatisfied learning,
there some students still will not take the studies seriously, just half of the
students still participated with the tournament and gave their opinions and
students are so loud makes this class condition was not conducive, so using 2nd
cycle learning types is needed for reaching the target.
After reflection in the first cycle, the researcher did an improvement with
explaining again about steps an implementation of a subject slowly and clearly in
Novitasari et al. - Combining Teams Games Tournament (TGT)… 22
order students can understand what should they do and also giving motivation,
hence students can participate in this learning. In the second cycle, students
already get used to implementations the methods of Mind Mapping and Teams
Games Tournament (TGT), hence students will be more comfortable and enjoying
the learning that makes increasing student’s participation at class that exceeds a
minimum which had been specified. An increasing amount of participation is
caused by students that are used Mind Mapping based on their creativity and
personal thinking.
In corresponding with excellence from learning Teams Games
Tournament (TGT), Taniredja (2013) mentioned that students discuss the material
with friends of group freely. This matter makes the individual students who are
more agreed with another friend and indicates the attitude of tolerance to opinion
friends of the group. Students exchange material information through the
masterpiece mind mapping as a learning material together for a tournament that
requires each student to appear for completion. In this case, the students try hard
to actively answer the question of the tournament when they compete to get the
most points in the group. This makes students feel important and not just rely on
other friends. Then, by giving students a chance to add answers about the
tournament, it makes students happy to learn and more active in learning. Students
are trained not to be ashamed to express their opinions and students are more
enthusiastic in responding to the continuity of the learning process.
CONCLUSION
The implementation of learning using the mind-mapping method
combined with teams games tournament can improve student achievement. It can
be seen It implies that with the mind mapping method combined with teams
games tournament can help students to easily understand the learning materials
that can help improve learning achievement. In addition, the combination of
learning using mind mapping method with teams games tournament leads to the
better activity of students. It shows that the application of mind mapping method
combined with teams games tournament can encourage students to be active and
more spirit to follow the lesson.
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